This study used home and classroom literacy environment as independent variables at the individual level, and explored their influences on young children's language abilities. Stratified random sampling technique was employed. Valid samples included 134 kindergarten teachers and 478 parent-child dyads in Tainan city. Through hierarchical linear modeling analysis, the results indicated that, within the home literacy environment level, SES, home literacy resource, home literacy activity, and parent-child shared-reading had a significant impact on young children's language abilities. Within the classroom literacy environment level, literacy instructional activity had a significant direct contextual effect on young children's language abilities. Classroom literacy activity had moderating effect between SES and the young children's language abilities.